Audhdel 3 — Teaching orchestration platform

The official programme opens into the three weeks of a unit and week 1 into its four classes; one class comes forward with its opening, development and closing, ready for the classroom.

Three things you stop doing on Sundays.

You plan for hours and Monday still arrives unfinished. You receive the whole week: every class with an opening, a development and a closing.
The same word shifts from one class to the next. You receive the whole unit with the same vocabulary from the first class to the last.
The exam does not measure what you actually taught. You receive practices and an exam aligned to what you taught, with a rubric and an answer key.

This is a class.

It takes the grind off your hands; you focus on shaping your class.

Samples of the format, projected on neutral topics: none is a school’s.

What makes it possible.

Audhdel 3 is the ILC-HUB product that plans today. Four capabilities behind every class.

Follows your criteria. The school defines them once; every unit follows them.
Memory of the unit. Every class is written with the whole unit in view.
Redoes by parts. If a class does not convince, that class is redone and earlier versions can be restored.
Coverage you can prove. Every item of the programme is tied to its week, in view for the coordination’s review.

What closes the unit.

Practices. They start from one week’s contents, with a checklist; the final one brings the whole unit together, with a rubric. (95 delivered · 38 on a platform)
Web search. When you ask, it searches the web for a resource for the platform practice, on the week’s topic. (platform practice · when you ask)
Exams. They cover every week of the unit and its learning; each item carries its cognitive level, the right answer, two distractors and their justification. (8 delivered · 143 items · 5 to 30 per exam)

If you have the programme and not the hours. Write to us and we go through it with your syllabus in front of us.

What it really brings.

Every class arrives ready for the classroom: goals, success criteria, evidence, assessment, bibliography and materials.

Learning goals. Objectives in the infinitive, in rising order of demand.
Success criteria. In the first person, so the student knows what is expected.
Evidence. What product or performance each class leaves behind.
Assessment. Formative and summative, each with its instruments, within the class.
Bibliography. It tells you what to read; it does not attach the reading.
Materials. The list of materials to ask for.

What has been produced.

Work delivered and in use through a school year under way.

766: classes, delivered and used
122: weeks, each with its classes
65: units, with their weeks and their classes
95: practices, with a checklist or a rubric
8: exams with a key: 143 items
22: subjects planned: the volume of work delivered
Primary to upper secondary: the levels already planned for
Seven months in a row: January to August 2026, with the year under way

Every unit comes out together.

In one pass, Audhdel 3 shares the whole programme out among the course’s units, and also reads the material your school uploads. The programme is not rewritten.

Unit 1, Matter and its properties: 1.1 Matter and its general properties; 1.2 States of matter and their observable characteristics; 1.3 Mixtures and substances; 1.4 Physical changes and chemical changes in everyday phenomena
Unit 2, Energy and motion: 2.1 Movement of objects; 2.2 Forces in everyday life; 2.3 Forms of energy; 2.4 Energy transformations and transfer in simple systems
Unit 3, Water cycle: 3.1 Water on Earth; 3.2 Changes of state of water; 3.3 Cloud formation; 3.4 Precipitation; 3.5 Runoff and infiltration; 3.6 Solar energy and gravity as drivers of the water cycle; 3.7 Importance of the water cycle for climate, ecosystems, and everyday life; 3.8 Actions for water care and responsible use based on understanding its cycle
Unit 4, Living things and the environment: 4.1 Characteristics of living things; 4.2 The cell as the basic unit of living things and general differences between animal and plant cells; 4.3 Ecosystems; 4.4 Food chains and ecological balance in local environments
Unit 5, Science, health and technology: 5.1 The human body as a system; 5.2 Health and prevention; 5.3 Science and technology in everyday life; 5.4 Risks and care for the environment

Frequently asked questions.

What a plan cannot do, and what has been done.

Why does nobody open the plan again?

The programme is on one side. The templates on the other. The week has already started.

So the plan is filled in to be handed in, not to be used: it is approved, filed, and nobody opens it again. And when someone asks whether the programme is being covered, the honest answer is "I think so".

Why was the software that came to solve it almost never used?

The reason is simpler than it looks: it brought its own syllabus. No school is going to change its own to fit a tool.

Does it help prove coverage to a supervision?

Yes. Every class keeps the items of the programme assigned to it, and every unit its NEM competencies. What a supervision asks is written down, with a history of versions, and it comes out in Google Docs.

It does not replace the school’s forms: it does not fill in the official ones, sign approvals or export to the school’s own templates.

Does it work for any subject?

Yes. Audhdel does not depend on the subject: any subject’s programme goes in, and its units, weeks and classes come out, from primary to upper secondary. The subject catalogue follows the NEM and the MCCEMS.

Where do the figures come from?

They are volume of work delivered between January and August 2026, seven consecutive months of a school year in progress; they are not a client list.

How long does planning by hand take?

Planning a complete subject by hand takes between ninety and one hundred and eighty hours.

What can a plan not do?

A plan is written months in advance. The classroom happens afterwards, and happens its own way: a question derails the class, a group takes twice as long, a day goes to something else. No plan survives that intact, and the one that pretends otherwise is exactly the one that gets filed.

And when the classroom breaks it?

Saying so is part of the job. What ILC-HUB removes today are the hours of writing the plan, and it leaves it written in a form that can be read and changed.

That it also breathes —that it adapts when the classroom breaks it— is what we are working on now. It is not done. We are not going to sell it as if it were.

Clouds: how they form

Science (Biology/Physics), Year 7. Unit: Water cycle. Week 1, class 2. 50 min.

Objectives:

Identify the basic conditions for cloud formation from evaporation and condensation.
Explain how water vapour cools and forms visible droplets in the atmosphere.
Link a condensation experiment to cloud formation in the water cycle.

Success criteria:

I can distinguish between evaporation and condensation with clear examples from the water cycle.
I can explain that clouds form when water vapour cools and condenses.
I can link what was observed in the jar to the formation of droplets in the atmosphere.
I record my observations using simple, organised scientific language.

Evidence of learning:

Diagram of the process: liquid water, vapour, cooling and droplets.
Brief record of the experiment with observations before and after.
Exit ticket: written explanation of how a cloud forms.

Opening (10 min)

Teacher:

Poses a hook question on the board: “If vapour is invisible, why can we see clouds?”. Elicits 3–4 initial ideas without correcting them straight away.
Activates prior knowledge from the previous lesson on evaporation by asking: “What happens to water when it is heated?” and notes key words such as vapour, heat, rise, cool down.
Introduces the purpose of the lesson in accessible language: “Today we are going to observe how droplets form when vapour cools, so that we can understand how clouds are formed”.
Briefly explains the safety rules for the experiment: do not touch the hot water directly, do not put your face close to the jar, and handle the ice carefully.

Student:

Respond to the hook question with a prior idea about clouds, vapour or rain.
Recall aloud what they remember about evaporation and the role of heat.
Write the lesson title in their exercise book and a prediction: “I think the cloud forms when…”.
Listen to and agree the safety expectations for working with hot water and glass.

Feedback:

Immediate feedback through precision questions: “Can we see vapour, or are we seeing very small droplets?” to refine prior ideas.
Teacher rephrasing: takes an everyday response and turns it into simple scientific language without dismissing it.

Monitoring:

Checks whether most pupils recognise that heat supports evaporation.
Observes whether predictions mention cooling, vapour or droplet formation.

Development (30 min)

Teacher:

Organises groups and gives out or shows the actual materials for the experiment: glass jar, hot water, small plate or bowl, ice, and exercise book for recording.
Models the procedure step by step: place hot water in the jar, cover it with a plate, and put ice on top of the plate to cool the upper part. Indicates what to observe and when to record changes.
Explains during the demonstration how the experiment links to the atmosphere: the water evaporates, the vapour rises, cools, and condenses into small droplets similar to a cloud.
Circulates with a quick checklist to review whether groups are observing carefully, using correct vocabulary, and recording specific evidence.
Leads a brief mid-activity class discussion with questions: “Where did the droplets appear?”, “what changed when we added ice?”, “which part represents the cooling of the air?”

Student:

Observe the experiment set-up and record in their exercise book the materials, procedure, and an initial observation of the hot water in the jar.
In groups, describe what happens before and after placing the plate with ice: presence of vapour, change in temperature, and appearance of droplets.
Match each part of the experiment to the natural process: hot water as the source of evaporation, the cold plate with ice as cooling, droplets as condensation.
Produce a simple diagram with arrows: liquid water, evaporation, vapour, cooling, condensation, cloud.
Share a brief oral explanation using the words evaporation, condensation, droplets and clouds.

Feedback:

Descriptive feedback from the teacher: comments on the observed process (“You correctly identified where the droplets formed; now explain why they appeared there”).
Guided peer feedback: one group listens to another and checks whether the explanation includes heat, cooling and condensation.

Monitoring:

Checks that records include specific observations and not only general opinions.
Identifies common misconceptions, for example thinking that smoke or visible vapour is exactly the cloud, and addresses them through questions.

Closing (10 min)

Teacher:

Recaps the key ideas on the board with a brief sequence: evaporation, rising vapour, cooling, condensation, cloud formation.
Selects 2–3 student explanations to compare and reinforce the correct use of scientific terms.
Clarifies a common error identified in class: clouds are not ‘smoke’, but very small water droplets or ice crystals in certain conditions.
Uses an exit ticket with a clear prompt: “Explain in 3 or 4 lines how a cloud forms and what you observed in the jar”.

Student:

Take part in the final summary, correcting or refining their initial prediction.
Compare their explanation with that of other groups and identify one improvement to their own diagram or record.
Complete the exit ticket using the experiment as evidence.
Write a personal conclusion in their exercise book: “Today I learned that clouds form when…”.

Feedback:

Final feedback in an “strength and next step” format: a correct scientific idea is recognised and one specific improvement in the explanation is identified.
Brief self-assessment: each student checks whether they distinguished evaporation, cooling and condensation.

Monitoring:

Checks whether the idea of vapour cooling appears in the exit ticket.
Verifies that most pupils link the experiment to the water cycle rather than seeing it as an isolated event.

Formative assessment · Semi-structured · Guided observation and feedback during the experiment:

Teacher’s quick checklist
Observation record in exercise book
Oral checking questions during the activity

Summative assessment:

Individual exit ticket
Process diagram in the exercise book
Correct identification of evaporation and condensation
Explanation of cloud formation in a logical sequence
Link between the experiment and the atmospheric phenomenon
Clarity of the written record and diagram

Materials:

Transparent glass jar
Hot water
Ice
Small plate or bowl
Exercise book and pencil

Resources:

Free textbook Science and Technology. Biology. Secondary. SEP
Classroom board
Observation checklist for the experiment

Bibliography:

Ministry of Public Education. (2019). Science and Technology. Biology. First year. Free textbook. CONALITEG.

For the next class:

At home, observe the sky at two different times of day and write 5 lines: what the clouds look like and what they think happened to the water for them to form.

Teacher’s note: For group B: bring the development down to 20 min and add an example with dew.

Why cities were born beside rivers

History, Year 6. Unit: The first civilisations. Week 2, class 3. 50 min.

Objectives:

Identify on a blank map of Mesopotamia and Egypt the location of the Tigris, Euphrates and Nile rivers, and relate them to areas of human settlement.
Recognise in a short reading the advantages and challenges of living near rivers in the first civilisations.
Explain, using examples from the map and the reading, why several ancient cities were born beside rivers and what changes this brought to people's lives.

Success criteria:

I can distinguish Mesopotamia, Egypt and their main rivers on the map.
I can identify in the reading at least two advantages and one challenge of living beside a river.
I can explain in my own words how the river helped agriculture, transport and the growth of cities.
I support my explanation with one piece of evidence from the map and one from the reading.

Evidence of learning:

Blank map with rivers and regions correctly labelled.
Completed chart of advantages, challenges and uses of the river.
Short written explanation about the origin of riverside cities.
Exit ticket with evidence from the map and the reading.

Opening (10 min)

Teacher:

Shows two images: a riverbank with water and crops, and another dry area, and asks: “Where would it have been easier to live thousands of years ago, and why?”.
Recalls prior learning about settled life, agriculture and the first villages, linking it to the need for water to live and grow crops.
Presents the lesson purpose in clear language: “Today we are going to find out why many ancient cities were born beside rivers”.
Carries out a quick check with thumbs up, sideways or down to see who can locate Egypt and Mesopotamia on a map.
Agrees working criteria with the class: observe carefully, read to find evidence, and explain by linking causes and consequences.

Student:

Look at the images and share an initial idea about the best place to found an ancient city.
Link what they have learned about agriculture with the importance of water and soils near the river.
Take part in the quick check and recognise whether they need support to locate places on the map.
Write down the lesson purpose and a brief hypothesis in their exercise books.
Suggest ideas for a good explanation, such as mentioning water, food, transport and risks.

Feedback:

Immediate feedback to refine responses: the teacher asks for specific reasons and avoids vague explanations such as “because it is better there”.
Guided rephrasing: if someone mentions only drinking water, the teacher asks what other uses the river might have had.

Monitoring:

Checks whether the class links the river with the basic needs of an ancient population.
Identifies who needs support to locate Egypt and Mesopotamia on the map.

Development (30 min)

Teacher:

Hands out a worksheet with two supports: a blank map of Mesopotamia and Egypt and a short primary-adapted reading about the Nile, the Tigris and the Euphrates.
Models on the board how to read the map first: locate regions, trace the course of the rivers and observe where it would be more favourable to establish settlements.
Organises groups of 3 or 4 pupils with clear roles: reader, map leader, evidence checker and group spokesperson.
Sets out the activities in sequence: A) locate and name the rivers; B) underline advantages and challenges in the reading; C) complete a chart of river uses; D) write a brief explanation.
Moves around the groups with a checklist to review correct location, reading comprehension and clarity in the explanation.
Pauses halfway through the activity for a check and asks each group to show one piece of evidence from the map and one sentence from the reading that supports their answer.
Provides scaffolding with questions such as: “What makes soil fertile?”, “how does a river help move goods?”, “what problems can flooding cause?”

Student:

Read the short source in groups and underline important ideas about water, crops, transport, trade, soil fertility and floods.
Locate on the blank map the Nile and the Tigris and Euphrates rivers, as well as the regions of Egypt and Mesopotamia.
Complete in their exercise books or on the sheet a chart with advantages, challenges and ways the river helped population growth.
Link what they have read with the map to explain why settlements were concentrated near riverbanks.
Write a conclusion with support from a suggested structure: “Cities were born beside rivers because… This allowed… But it also caused…”.
Review and improve their work after hearing comments from the teacher and from another group.

Feedback:

Feedback during the process: the teacher acknowledges when the map is correct and asks for deeper thinking when the explanation only lists ideas.
Evidence-based feedback: if an answer is not supported by the map or the reading, the teacher asks pupils to show where that information came from.
Brief peer assessment between groups: they check whether they included at least two advantages, one challenge and a clear link between river and city.

Monitoring:

Each group presents one geographical piece of evidence and one piece of evidence from the reading before finishing their explanation.
Checks whether they distinguish between the river’s natural advantages and social changes such as trade, population concentration and organisation.
Identifies and corrects the limited idea that the river was only used for drinking water.

Closing (10 min)

Teacher:

Revisits two or three pieces of work from the class to comment on strengths and adjustments: one with good map location and another with a clear explanation of cause and consequence.
Builds a collective summary on the board with the title “Why cities were born beside rivers” and incorporates contributions from the class.
Leads a brief discussion with questions such as: “Which advantage was the most important?”, “how did the river help trade?”, “what risk made people need to organise?”.
Sets an individual exit ticket: “Explain in 4 or 5 lines why several ancient cities were born beside rivers. Use one piece of evidence from the map and one from the reading”.
Collects maps, charts and tickets to assess progress and plan follow-up for the next lesson.

Student:

Compare their work with the examples discussed and note one strength and one possible improvement.
Take part in the collective summary by contributing an idea based on the map or the reading.
Write a brief reflection on which piece of evidence helped them most to understand the topic.
Complete and hand in the exit ticket with a clear and brief explanation.
Keep their map and chart as evidence of learning for the unit.

Feedback:

Closing feedback based on criteria: success is recognised when the explanation uses evidence, and it is pointed out when ideas still need linking.
Model-based feedback: the teacher shares a short answer that brings together river, agriculture, transport and urban growth.

Monitoring:

In the ticket, checks whether each pupil uses one piece of evidence from the map and one from the reading.
Checks whether most pupils can now explain the relationship between rivers and the birth of cities, not just mention it.

Formative assessment · Semi-structured · Feedback during map and reading analysis:

Teacher checklist for map, reading and explanation
Peer review between groups with simple indicators
Individual exit ticket

Summative assessment:

Completed blank map
Chart of advantages, challenges and uses of the river
Short written response in exercise book or portfolio
Correctly locates Egypt, Mesopotamia and their main rivers
Retrieves relevant information from a short adapted reading
Explains why cities were born beside rivers
Supports ideas with evidence from the map and the reading

Materials:

Printed blank map of Mesopotamia and Egypt
Short primary-adapted reading about the Nile, Tigris and Euphrates
Exercise book, pencil and colouring pencils
Board and board pens
Worksheet with a chart of advantages, challenges and uses of the river

Resources:

Blank maps of Africa and West Asia, teacher-produced

Bibliography:

For the next class:

At home, write a 6-line paragraph: what would have happened to an ancient city if it did not have a nearby river?
Colour the Nile, the Tigris and the Euphrates on your map, and add a note with two advantages and one risk.

Teacher’s note: For group B: bring the development down to 20 min and work the blank map in pairs.

Equations with the unknown on both sides

Mathematics, Year 8. Unit: Linear equations. Week 2, class 3. 50 min.

Objectives:

Identify linear equations in which the unknown appears on both sides, as in $3x + 2 = x + 10$.
Solve equations with the unknown on both sides using equivalent operations that preserve equality, as in $5x - 4 = 2x + 11$.
Justify the solution procedure for an equation with the unknown in both sides by using the meaning of balance and checking the result, for example in $4x + 3 = 2x + 15$.

Success criteria:

I can identify when an equation has the unknown on both sides, as in $2x + 7 = x + 12$.
I can solve step by step equations such as $3x + 5 = x + 17$ without breaking the equality.
I can explain why I can add or subtract the same quantity on both sides of an equation.
I can check my result by substituting the value of $x$ into both sides of the equation.

Evidence of learning:

Worked solutions in the exercise book for three equations with a clear, ordered method.
Oral participation when explaining equivalent moves on the balance.
Completed card solved and checked by substituting the value of $x$.
Exit ticket with an equation such as $2x + 9 = x + 14$.

Opening (10 min)

Teacher:

Draws a balance on the board and represents $x + 3$ on one side and $7$ on the other. Then shows a second balance with $2x + 1$ on one side and $x + 6$ on the other, and asks: “What changes when the $x$ appears on both sides?”.
Recaps prior learning from the previous lesson on equations such as $x + 5 = 12$ and asks which operation they would use to isolate the unknown in $3x = 15$ and in $x - 4 = 9$.
Presents the purpose of the lesson in clear language: “Today we are going to solve equations where the unknown is on both sides, always maintaining the balance of the equality”.
Co-constructs visible success criteria on the board: identify the unknown in both sides, do the same operation on both sides, and check the result by substituting into an equation such as $2x + 4 = x + 9$.
Hands out cards in pairs with simple equations, for example $x + 8 = 15$, $2x + 3 = x + 9$ and $4x - 2 = 2x + 8$, so that pupils can sort which ones have the unknown on both sides.

Student:

Observe the drawn balance and comment on what it means to keep balance in expressions such as $x + 3 = 7$ and $2x + 1 = x + 6$.
Recall previous methods for solving equations with the unknown on only one side, such as $x + 5 = 12$ or $3x = 15$.
Copy the lesson title and the success criteria into their exercise books in the first person.
Sort the cards into two groups: equations with the unknown on one side and equations with the unknown on both sides.
Suggest an initial idea about how they would solve an equation such as $2x + 3 = x + 9$.

Feedback:

Immediate feedback with precise questions: “Does the $x$ appear in only one side or in both?” and “what would need to happen for the balance to stay level?”.
Validation of error as an opportunity: if someone suggests moving a term from one side to the other without justification, the teacher asks them to show what equivalent operation was done on both sides.

Monitoring:

Most of the class can identify which cards have the unknown on both sides.
Initial explanations can be heard linking equality and balance on the scale.

Development (30 min)

Teacher:

Models on the board how to solve $2x + 3 = x + 9$ using the idea of balance: subtract $x$ from both sides to obtain $x + 3 = 9$, and then subtract $3$ from both sides to arrive at $x = 6$.
Explains each transformation verbally and records each step on separate lines: $2x + 3 = x + 9$, then $x + 3 = 9$, then $x = 6$, and finally the check $2(6) + 3 = 6 + 9$.
Organises paired work with equation cards, for example $3x + 4 = x + 14$, $5x - 2 = 3x + 8$ and $4x + 7 = 2x + 13$, and instructs pupils to solve them in their exercise books showing all equivalent operations.
Circulates with a quick checklist to review whether the procedure preserves equality, whether the order of steps is clear, and whether a check by substitution appears in an equation such as $3x + 1 = x + 11$.
Intervenes with brief scaffolds for common errors: “If you subtract $x$ here, where else must you do it?”, “is it better to collect the $x$ terms first or the constants?” and “how do you check that $x = 5$ really works in $2x + 7 = x + 12$?”.
Sets a brief challenge for those who finish more quickly: solve and compare two ways of reaching the answer in $6x + 2 = 4x + 10$, for example by subtracting $4x$ first or subtracting $2$ first.
Leads a brief pause for sharing to compare correct methods and a common error, such as changing signs without justification when going from $4x + 5 = 2x + 11$ to $4x - 2x = 11 - 5$.

Student:

Follow the teacher’s modelling and write the full method in their exercise books for solving $2x + 3 = x + 9$.
Work in pairs to solve the assigned cards, showing equivalent operations step by step, for example from $3x + 4 = x + 14$ to $2x + 4 = 14$, then $2x = 10$ and finally $x = 5$.
Discuss which operation it is best to do first in order to collect terms with $x$ on one side and numbers on the other without losing balance.
Check their answers by substituting the value found into both sides, as in $5x - 2 = 3x + 8$ with $x = 5$.
Correct their method when they spot jumps in working, incorrect signs or lack of justification in steps such as $4x + 7 = 2x + 13$.
Explain to another pair or to the teacher why an operation such as subtracting $2x$ from both sides preserves equality in an equation such as $4x + 1 = 2x + 9$.

Feedback:

Descriptive feedback during the task: a correct step is acknowledged and the next step is clarified, for example “you have collected the $x$ terms correctly; now explain how you isolated the constant”.
“Two strengths and one improvement” technique: two successes are highlighted, such as organisation and checking, and one precise improvement is identified, such as writing the operation applied on both sides.
Scaffolding questions: “What operation did you do on both sides?”, “where do you see the balance in this step?” and “does your value of $x$ make the original equation true?”.

Monitoring:

Each pair solves at least two equations with a complete method and checking.
Most of the class can be seen using equivalent operations on both sides.
Oral explanations begin to include vocabulary such as side, equality, equivalent and check.

Closing (10 min)

Teacher:

Selects two contrasting methods from the class: one correct and clear for an equation such as $3x + 4 = x + 14$, and another with an error in signs or justification to analyse together.
Leads whole-class discussion with questions such as: “At which step was the balance maintained?”, “what error appears here?” and “how do we know that $x = 5$ really works?”.
Builds a brief summary on the board with the class: “In an equation with the unknown on both sides, we use equivalent operations to collect the $x$ terms and then check the result”, using an example such as $2x + 6 = x + 10$.
Uses an individual exit ticket with the instruction: “Solve and check $2x + 9 = x + 14$ showing your steps”.
Closes by previewing the next lesson: equations with brackets or simple fractions will appear, but preserving equality will still be key.

Student:

Look at the selected methods and comment on what makes them clear or where an error appears.
Take part in the shared summary by suggesting useful steps for solving equations such as $4x + 2 = 2x + 12$.
Write a brief conclusion in their exercise books about what they learned today and which step they need to take more care with.
Complete the exit ticket individually by solving $2x + 9 = x + 14$ and checking the value of $x$.
Carry out a brief self-assessment: green if I can solve equations such as $3x + 1 = x + 7$ independently, amber if I still need support, and red if I am still confused.

Feedback:

Final feedback based on the criteria: the teacher comments on whether the class managed to collect the unknown systematically and check the result by substitution.
Feedforward to the next lesson: pupils are encouraged to keep writing each full step to avoid errors with signs and balance.

Monitoring:

In the exit ticket, most pupils solve $2x + 9 = x + 14$ with visible working and a checked result.
During the shared discussion, explanations can be heard linking equivalent operations and the preservation of equality.

Formative assessment · Semi-structured · Feedback and mathematical dialogue during the solving of equations using the balance and cards as support.:

Quick checklist on identification, method, balance and checking.
Focused observation of pairs during exercise-book work.
Individual exit ticket with working and checking.

Summative assessment:

Individual exit ticket.
Exercise-book record of solved and checked equations.
Identifies equations with the unknown on both sides.
Applies equivalent operations to both sides without breaking the equality.
Solves the equation with a clear, ordered method.
Checks the result by substituting the value of $x$ into the original equation.

Materials:

Board with a drawn balance.
Cards with linear equations.
Mathematics exercise book.
Pencil.
Board rubber.

Resources:

Classroom board
Teacher checklist

Bibliography:

Ministry of Public Education. (2022). Study plan for pre-school, primary and secondary education. SEP.

For the next class:

At home, solve and check in your exercise book these three equations: $2x + 5 = x + 11$, $4x - 3 = 2x + 7$ and $3x + 8 = x + 18$. Write one line explaining what you did first in each case.

Teacher’s note: For group B: bring the development down to 20 min and solve the first card together on the board.